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421.
Cassendra M. Bergstrom Kevin J. Pugh Michael M. Phillips Moshe Machlev 《Journal of Experimental Education》2016,84(4):764-786
Conflicting research results have stirred controversy over the effectiveness of problem-based learning (PBL) compared to direct instruction at fostering content learning, particularly for novices. We addressed this by investigating effectiveness with respect to recognition learning and transfer and conducting an aptitude-treatment interaction analysis. We also examined how students' goal orientations may moderate learning in PBL and lecture/discussion environments. Participants included 197 preservice teachers in an undergraduate educational psychology course. Controlling for GPA, students in the PBL condition performed significantly better than students in the lecture/discussion condition on a transfer measure (p <.001, partial η2 =.271) and equally on a recognition learning measure (p =.530). We also found an aptitude-treatment interaction for recognition learning (p =.012, partial η2 =.034) but not transfer (p =.088). Results of goal orientation on learning outcomes were inconclusive. 相似文献
422.
Margaret J. Phillips 《Higher Education in Europe》1989,14(3):69-74
Since the end of the First World War, proposals have been made by individuals and international agencies for the establishment of a ‐world university, a university which would link together the nations of the world, and facilitate contributions to knowledge from all cultures. Despite the number of proposals that have been made, a world university has yet to be established. This paper provides an examination of two of the assumptions common to the proposals and subjects them to a critique with respect to current theories of world order and knowledge. These assumptions are that 1. international inter‐cultural understanding and the development of a shared world culture promote peace, and 2. that the institutional model of the university is applicable on a world scale. 相似文献
423.
Impacts of a Comprehensive School Readiness Curriculum for Preschool Children at Risk for Educational Difficulties 下载免费PDF全文
Christopher J. Lonigan Beth M. Phillips Jeanine L. Clancy Susan H. Landry Paul R. Swank Michael Assel Heather B. Taylor Alice Klein Prentice Starkey Celene E. Domitrovich Nancy Eisenberg Jill de Villiers Peter de Villiers Marcia Barnes The School Readiness Consortium 《Child development》2015,86(6):1773-1793
This article reports findings from a cluster‐randomized study of an integrated literacy‐ and math‐focused preschool curriculum, comparing versions with and without an explicit socioemotional lesson component to a business‐as‐usual condition. Participants included 110 classroom teachers from randomized classrooms and approximately eight students from each classroom (N = 760) who averaged 4.48 (SD = 0.44) years of age at the start of the school year. There were positive impacts of the two versions of the curriculum on language, phonological awareness, math, and socioemotional outcomes, but there were no added benefits to academic or socioemotional outcomes for the children receiving explicit socioemotional instruction. Results are discussed with relevance to early childhood theory, policy, and goals of closing the school readiness gap. 相似文献
424.
Many individuals tend to have difficulty completing complex procedural tasks that require branching. Neither prose–based nor list–based instructions have been efficient in alleviating this difficulty. Traditional flowcharts have proven more effective in helping individuals to complete complex procedural tasks, but only after several practice sessions. However, it is possible that the use of map–like symbols may eliminate the need for repeated flowchart practice. Therefore, the purpose of this study was to investigate the effects of flowcharts utilizing map–like symbols on performer efficiency in completing a complex procedural task. The results of this study indicated no significant difference between the use of map–like symbols and traditional flowcharts in helping performers to complete complex procedural tasks. However, both graphic presentation formats were found to be significantly more efficient than a list–based presentation of information. It was expected than an intuitive map–like presentation would be more efficient than a list–based format. However, the efficiency of the flowchart presentation under unpracticed conditions was unexpected, based on prior research. 相似文献
425.
Warren Buffet says, “Price is what you pay. Value is what you get.” Decision makers today are solution price‐conscious but, more important, they seek to understand the value and impact of human capital investments to the organization. This article offers 10 conversations designed to facilitate results‐oriented dialogue between performance improvement professionals and the clients they serve. Approaches, tools, and examples are presented to enable quick application of the concepts. 相似文献